<![CDATA[This study was conducted to determine the effect of Zep Quiz-based formative assessment on students’ interest in learning history. This study is a quantitative experimental study with a quasi-experimental design using a pretest-posttest control group design. The sample was selected using random sampling, consisting of 54 students from two classes: Class X.3 as the experimental class and Class X.2 as the control class. Data on learning interest were collected through a questionnaire and analyzed using an independent samples t-test. The results showed that the average posttest score for the experimental class was 45,75, which was higher than that of the control class, which was 38,96. The results of the hypothesis test showed a calculated t-value of 5,912 with a significance level (2-tailed) of < 0,001, indicating a significant difference between the two classes. These findings indicate that the Zep Quiz-based formative assessment tool is effective in influencing students’ interest in learning history compared to conventional assessments. Thus, the Zep Quiz has the potential to serve as an alternative digital assessment tool that supports technology-based history learning in enhancing students’ interest in learning.]]>
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